Scholarly Research Journal for Interdisciplinary Studies,

Online ISSN 2278-8808, SJIF 2018 = 6.371, www.srjis.com

PEER REVIEWED & REFERRED JOURNAL, JULY-AUG, 2019, VOL- 7/52

FAMILY TYPE AND GENDER: PREDICTOR OF RISK FACTOR

EXTERNALIZING BEHAVIOR IN ELEMENTARY SCHOOL STUDENTS

Ashu Roulet1 & Seema Dhawan 2, Ph. D.

1
Faculty, 2Assoc. Prof., Department of Education, H.N.B Garhwal (Central) University,
Srinagar Garhwal, UK, India.
E-mail of the corresponding authors: ashuroulet85@gmail.com , seemahnbedu@gmail.com.

Abstract

Family is a unit of any society, which is formed either by consanguinity, affinity or co-residence, of
people with similar culture. Families often love and care for its members and integrates people with
common genetic sequence despite different living and thinking styles of individual. The most common
families found in India are Joint and Nuclear. A nuclear family is most basic type of family which is
often portrayed as happy and contended. A joint family is the one with all family members living
together in co-operation, harmony and respect for each other. Despite personal differences they
remain united before the community. Most of the time children learn behavioral patterns from their
family environment. This research study tries to explore effect of family type and gender on behavior of
students studying in secondary schools. The data was collected from five randomly selected
development blocks of district Pauri Garhwal (Uttrakhand, India), through normative survey method.
The findings show that family type plays an important role in shaping behavior of students. The
students living in nuclear family were likely to exhibit violent and destructive behavior and
misbehavior with others. The gender differences were significant in exhibition of violent & destructive
behavior, misbehavior, rebellious behavior and anti-social behavior. Boys exhibit more externalizing
behavior than girls. The findings expose importance of joint families for rearing children in proper
behavior. It also poses a threat to male children who are widely exposed to externalizing behavior and
later indulge in delinquent activities.
Keywords: Externalizing behavior, Family type, Gender, Elementary school students

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BACKGROUND OF THE STUDY

Family is bedrock of any society, central to God‟s plan and purpose for human beings. The
relations which are formed either by consanguinity, affinity or co-residence, can best be
termed as family. Interwoven in strong threads of love and care for its members, family
generally integrates people with common genetic sequence but different thinking styles in
total harmony.
Families are of different types but the most commonly found in India are Joint and Nuclear.
A nuclear family is most basic type of family which is often portrayed as happy and
contended. In the hills of Garhwal, migration in pursuit of education, medical facilities and

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job opportunities has coerced people to live as a nuclear family; where as those living in
villages still preserve the culture of joint family. A joint family is the one with all family
members living together in co-operation, harmony and respect for each other. Despite
personal differences they remain united before the community. Often children learn
behavioral patterns from their environment and family type plays an important role here. The
research studies show that children living in non-intact families are more vulnerable to
delinquency and anti-social activities at an age it is not legally allowed (below 16 years)
(Venassche et.al., 2014). These behaviors can be of two types i.e. internalizing (directed
towards self) and externalizing (are directed towards others).
TYPES OF BEHAVIOR PROBLEMS
Psychologists divide behavior in two categories namely skill behavior and problem behavior
(fig.1). The skill behaviors are the behaviors which helps an individual to cope in society.
They are positive, adaptive desirable, asset and good in nature. More often people with such
behavior are recognized and liked by all in the society. Opposite to this behavior are problem
behaviors which have propensity to disturb others unnecessarily and people with such
behavior are often neglected and hated in the society. Sometimes these behaviors which are
undesirable, negative, maladaptive, deficit and bad may force expulsion of an individual from
the society. People with such behavior are hated and rejected by their own kith and kin.

SKILL PROBLEM
BEHAVIOUR BEHAVIOR

DESIRABLE BEHAVIOR UNDESIRABLE

BEHAVIOUR
POSITIVE BEHAVIOR
NEGATIVE BEHAVOUR
ADAPTIVE BEHAVIOUR
MALADAPTIVE BEHAVIOUR
ASSET BEHAVIOUR
DEFICIT BEHAVIOUR
GOOD BEHAVIOUR BAD BEHAVIOUR

Fig 1: Types of Behavior

The instability in behavior is stored in the form of energy which is directed towards self or
others. It is also referred as „deviant behavior‟ manifesting some sort of alienation in behavior
from the normal one. The problem behavior can further be categorized in two ways:
1- Externalizing Behavior (directed to others)
2- Internalizing Behavior (directed to self)
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Externalizing Behavior
The problem behaviors which are directed toward others are termed as externalizing
behavior. When a teacher notices that some of the class students has been showing certain
behavioral inconsistencies like refusal to complete classroom assignments, disturbing other
class-mates, disrupt or misbehave with teachers and students during classroom hours,
breaking the furniture of classroom, disobeying rules, physical aggression, threatening,
bullying and fighting with others etc. then it predicts externalizing behaviors in children.
Since these behaviors are directed towards the external environment therefore often referred
as externalizing behaviors. Instead of expressing their negative emotions or repose to life
pressure in a healthy or productive way children with externalizing behavior reflect their
feelings outward to other people or things through verbal or non verbal modes. For example a
child who is trouble comprehending school work may choose to bully classmate who is doing
good in school.

AGGRESSIVE/
VIOLENT /
MISBEHAVING

OTHERS

ARSON

Fig 2: Externalizing Behaviors

Major Incidents
In the year 2012, involvement of an adolescent in the heinous ‘Nirbhaya’ rape case shook the
nation. It was after this incidence that the existing juvenile justice (Care and Protection of
Children Act, 2000) was amended on 22nd December 2015 under which „the juveniles in
conflict with law in age group of 16 – 18 involved in heinous offences will be treated as

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adults‟. The fast track courts were established to resolve the delinquent cases. As a result,
justice in a murder case by two minors 16 and 17 year old in Jhabua (Madhya Pradesh) was
pronounced within 3 months of incident (Hindustan, 2 March 2017) which was first case after
the amendment in the law. The minors in this verdict were sentenced life imprisonment and
treated as adults.
The most thrilling incident of February 2018 was homicide of 17 people inside the school
premises at Parkland, Florida by a 19 year old boy Nikolas Cruz who revenged killing 17
people after he opened fire by AR-15 riffle. He was dismissed from school on discipline
ground which led him to retaliate against the school administration and colleagues. ‘This is
the 18th incident of its own kind in United States of America’ states the local newspaper
(Amar Ujala, 16 Feb. 2018). Similar cases happened in India and abroad in past few months.
The growing gun-culture has been acknowledged throughout the world to be the most
terrifying way of homicide, which has envisaged worldwide protest against armament.
Is Childhood Externalizing Behavior a Major Risk Factor?
Childhood externalizing behavior is a major risk factor for juvenile delinquency, crime and
violence in later years (Betz et. al, 1995). It is also viewed as public health problem
(Campbell et. al., 1995, Hann 2002). In a holistic way externalizing behavior can be referred
to as grouping of behavior problems that are revealed in children‟s external behavior and
reflect the child negatively acting on the external environment (Campbell et. al, 2000,
Eisenberg, 2001). Children with externalizing behavior problems of conduct disorder are
more likely to grow up to delinquent as adolescents and criminal and violent as adults
(Farrington, 1997). In the research literature, externalizing disorders are collection of
different behavior problems like hyperactivity, misbehavior, disruptive behavior and
aggressive behaviors (Hinshaw, 1987). In this research study the externalizing behavior
collectively pertains to different behavioral problems viz. misbehavior with others, temper
and tantrums, hyperactivity, violent and destructive behavior, rebellious behavior and anti-
social behavior. The other terms used for externalizing behavior are conduct disorders and
behavior problem. Sometime anti-social behavior and externalizing behaviors are used
synonymously or interchangeably. In most of the cases the term externalizing behavior is
used instead of antisocial behavior to discuss less severe disruptive and destructive behavior
of children (Shaw and Winslow, 1997).

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Dimensions of Externalizing Behavior

The construct of Externalizing Behavior includes different dimensions like hyperactivity,
antisocial behavior, temper and tantrums, rebellious behavior, misbehavior with others,
violent and destructive behavior etc. Each one of these dimensions together contributes
towards a major behavior problem which seems to be directed towards others always. These
behaviors may create problem to others those who are nearby, leading to the conflicts or
tensions. Each one of these dimensions is discussed briefly in following points.
a) Violent and Destructive Behavior
This form of behavior is directed towards others through aggressive actions. This may pertain
to the ultimate form of aggression, hate and jealousy. It crosses over the social boundaries
and disregards laws in pursuance of self satisfaction. The children exhibit violent and
destructive behavior towards others with who he or she may not be in calm temperament. It
includes kicking, pushing, pinching, biting others, poking with sharp objects, throwing
objects on others etc. Sometimes this may be exhibited through breaking the things around,
like furniture, glass objects and toys, tearing books of others and so on.
b) Temper and Tantrums
It is mostly associated with heightened emotions of behavior. The child screams, stamps foot,
rolls on the floor and cries excessively whenever situations are not according to his or her
will.
c) Misbehavior with Others
Often the behavior which seems to contradict social norms of conduct is interpreted as
misbehavior. It is verbal when abusive words are used rampantly or loud noises are made to
disturb and to interrupt others. It can be, passing unwanted and vulgar comments on others,
sometimes it can be seen in intimidating others. It can take non verbal forms when expressed
through actions like pulling objects, writing nasty things or tripping others while walking.
Sometimes such kind of behavior is exhibited through expressions like making faces to tease,
or laughing and mocking on others.
d) Hyperactivity
Instability in actions and attention deficit is termed as hyperactivity. A hyperactive person
cannot sit in one place for required period of time. He or she is unable to pay attention and
continue with the work at hand for a certain time period.

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e) Rebellious Behavior
Unwilling to follow rules and regulation of a particular organization is termed as rebellious
behavior. It is always against the authorities when anyone refuses to obey command, argues
without purpose or does opposite of what ever is requested. Sometimes wandering outside
schools or running away from school during school hours is also observed as rebellious
behavior.
f) Anti-Social Behavior
Every society has its own way of living, attuned to the members of it. Laws and regulations
are framed to prevent unsteady conditions of mayhem threatening existence of the society.
An adult convicted of violating rules and laws of the society is booked as a criminal but
children below the certain age are treated as delinquents. Delinquents are treated differently
than criminals on the pretext of certain psychological factors like maturation in emotions,
thoughts, thinking and other aspects.
Causes of Externalizing Behavior
The factors responsible for the problem behavior may be categorized as below:
a) Personal factors: Personal factors are those which take the individual as the locus of all
circumstances. The cause of externalizing behavior can be attributed to the individual in
following ways:
1- Depression: Depression is a state of extreme dejection. It is characterized by persistent
feeling of sadness or loss of interest often exposed through behavioral and physical
symptoms. It can lead to agitation, excessive crying, irritability or social isolation
(externalizing behavior) or can be associated with suicidal thoughts (internalizing
behavior). Other physical changes visible in such condition are anxiety, guilt, discontent,
mood swings, sleeplessness, fatigue, loss of appetite, lack of concentration, weight loss
etc. Depression causes adjustment disorder in which a person may react excessively
abnormal to an identifiable life stressor.
2- Family Involvement: Family is reflection of any individual‟s trait, attitudes, values and
ethics that flow in a hierarchical way. Parents play a pivotal role in molding behavior of
children. Their involvement can serve to promote and support the social, emotional,
physical, academic and vocational growth in children but problematic relationship with
parents tempts adolescents to associate with deviant friends often cited as one of the
strongest correlate of delinquent behavior (Dishon et.al., 1994).

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3- Amusement: Aberrant behavior is linked with amusement to some extent. Often children
seek for fun and enjoyment in their leisure activities. They seek for enjoyment of pleasure
through destruction, recreation and play, often deviating from normal behavior in the
mundane activities of daily life.
b) Biological Factors: Adolescence is often identified with physiological changes in
human body. The hormonal secretions in human body rapid at this developmental stage
largely influence the behavior. The secretion produces neurobiological changes which
results in physical and psychological alteration. It directly affects the physical
development and functioning of brain, body and emotions. This may augment mood
swings, emotional surges, aggression and bouts of crying, extremely sensitivity,
uncertainty, indecisiveness and sometimes mere drastic conditions resulting in
uncontrollable and harmful behavior.
c) Social Factors: The behavior of an individual is both socially and biologically
determined. The researches show that more externalizing behavior problems of
adolescents are associated with less parental monitoring and unsupervised time spent in
community (Beyers et. al., 2003). Much of the causes of externalizing problems
behaviors lie in the interaction between children‟s genotypes and their environment as
well as their temperamental qualities (Moffit, 2005). „Nurture‟ in „Nature vs. Nurture‟
conflict has always played a significant role in shaping an individual‟s behavior.
Moreover there are several sociological effects like cultural inheritance (wealth, religion,
race, ethnicity, caste etc.) which influences the behavior. Urbanization certainly has
affected the way of living and behaving. It has exposed to new ideas and resources to
reshape the individual‟s behavior. It is well known fact that urban areas are much higher
than rural areas in terms of crime rates.
d) Clinical Factors: Apart from above discussed factors there can be malfunctioning of
human organs leading to serious changes in behavior. Some of the diseases which may
affect behavior are discussed below.
1- Autism Spectrum Disorder:
2- Neuroses:
3- Schizophrenia:
4- Conduct disorder:

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Repercussions of Externalizing Behavior

The unexpected outcomes may be serious and threatening for any child who is identified with
externalizing behavior. Childhood externalizing behavior is a predictor of early childhood
delinquency (Farrington, 1989; Betz, 1995; Moffit, 1993) and is also considered to be a
public health issue. Kothari commission has righty said, “The destiny of nation is shaped in
classroom”, therefore it becomes important to secure our nation‟s future by preventing fall in
moral ethics of adolescents. The most threatening consequences of deviant behavior were
seen in „Nirbhaya Case‟, Pradyumna murder case‟ and many other nameless fameless
unidentified cases which never made the news headlines. At present the population of
children in the nation below 15 years is around 27.3 % of the total population (SRS, 2015). It
could be fatal to leave the nation at the risk of delinquency and destruction if not checked at
primary stage.
The objective of the study was to study the effect of family type and gender on externalizing
behavior of elementary school students. Null hypotheses were framed.
METHODOLOGY
The method used in the above study was survey method. A representative sample of 509
students (boys and girls) was selected from 31 schools of 5 randomly selected blocks of
district Pauri Garhwal, Uttrakhand. The tool PBSS developed by Dr. S. Venkatesan, Prof of
Clinical Psychology, AIISH Mysuru, was used to study the externalizing behavior. Mann-
Whitney test was used to compare the difference between the externalizing behaviors of male
and female students and students from Joint and Nuclear families.
RESULTS
Family-wise Profile

(129)
25%
joint
(380)
75% nuclear

Fig. No. 3

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The analysis shows that the sudents belonging to Nuclear Families were 380 while the
students belonging to Joint Families were 129 which constituted 75% and 25% of the sample
respectively. A large difference indicates that the trend of living in a nuclear family is
increasing in the hills. It is largely adopted by the families since it is economical and
beneficial in many ways. The pictorial presentation of the data is given in the fig.3
Table No 1: Family-wise Behavior
Behavior
Variable Normal Behavior Deviant Behavior Total
Joint 94 (72.9%) 35 (27.1%) 129
Family Type
Nuclear 273 (71.8%) 107 (28.2%) 380
Total 367 (72%) 142 (28%) 509
The analysis also shows distribution of behavior in terms of family type. It is evident from
the table 1 that 27.1% (35) students belonging to joint families and 28.2 % (107) students
from nuclear families are deviated. The difference is marginal in terms of type of families.
Thus it can be said that nuclear families have slightly more deviant children than joint
families. The children with slightly deviant behavior which is otherwise considered to be the
normal behavior are almost equal in both families. The figure 3 also shows the growing
trend of nuclear family, as the number of nuclear families are quite larger than joint families.
People now prefer to live in nuclear families rather than joint families.
Gender- wise Behavior
The externalizing behavior is leveled in two categories on the basis of severity of behavior
i.e. the normal with scores between 0 – 28.5 and the deviant with composite scores above
28.5. Normally it is observed that all children have some sort of behavior problems to a
certain measure whether due to personal, biological or social factors and these behaviors are
assorted product of all the three factors, hence referred as normal behavior in this part of
analysis. The problem behavior which is high, severe and clinical has been clubbed to be
referred as deviant behavior. The analysis presents a comparison between the normal and the
deviant on the basis of gender and helps us to understand the nature of externalizing behavior.
Table No. 2: Gender-wise Behavior
Behavior
Variable Normal Behavior Deviant Behavior Total
Male 267 (67.4%) 129 (32.6%) 396
Gender
Female 100 (88.5%) 13 (11.5%) 113
Total 367 (72%) 142 (28%) 509

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The table 2 shows distribution of normal and deviant behavior in terms of gender. The table
clearly indicates that in male students, 129 (32.6%) are deviant and 267 (67.4%) are normal
in behavior while in female students 13 (11.5%) are deviant and 100 (88.5%) are normal in
behavior. It is evident that percentage of males is three times of females in problem behavior.
The students with normal behavior are proportionally high in females as compared to their
counterparts while the male students with deviant behavior are comparably high (almost
thrice in percent) to females. The fact that males are always bold and harsh than girls seems
to prevail the findings. Boys are more exposed to the society as compared to girls. Parents
prefer home stay for girls while boys stroll learning different things through interaction. Girls
face many restrictions and are expected to be nobel in character while boys are free to go
anywhere.
DIFFERENCE BETWEEN EXTERNALIZING BEHAVIOR OF MALES AND
FEMALES
Table 3: Difference between VDB of Male and Female students
Mean Sum of Mann- Wilcoxon Asymp. Sig.
Dimension Sex N Rank Ranks Whitney U W Z
(2-tailed)
Male 396 266.91 105696.00
-
VDB Female 113 213.27 24099.00 17658.00 24099.00 .001**
3.44
Total 509
**Significant at 0.01
The table 3 shows significant difference between VDB of male and female students of
secondary school. The mean rank scores of males (N = 396) and females (N = 113) are
266.91 and 213.27 respectively. The test statistic U = 17658.00, z = - 3.44, p < 0.01which
shows a significant difference between males and females. It can be interpreted that males are
significantly more violent and destructive as compared to females.
Table 4: Difference between TT of Male and Female students
Asymp.
Mean Sum of Mann- Wilcoxon
Sex N Z Sig. (2-
Dimension Rank Ranks Whitney U W
tailed)
Male 396 258.03 102180.50
-
TT Female 113 244.38 27614.50 21173.50 27614.50 .372
.893
Total 509
The table 4 shows significant difference between TT of male and female students studying in
secondary schools. The mean rank scores of males (N = 396) and females (N = 113) are
258.03 and 244.38 respectively. The test statistic U = 21173.50, z = - .893, p> 0.05 which do
not show any significant difference between males and females. It can be interpreted that

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males and females are almost identical in showing temper and tantrums. Thus the hypothesis
that there is no significant difference between Temper and Tantrums (TT) of male and female
students is accepted.
Table 5: Difference between MO of Male and Female students
Mann- Asymp.
Mean Sum of Wilcoxon
Sex N Whitney Z Sig. (2-
Dimension Rank Ranks W
U tailed)
Male 396 269.12 106572.50
-
MO Female 113 205.51 23222.50 16781.50 23222.50 .000**
4.07
Total 509
**Significant at 0.01
The table 5 shows significant difference between MO of male and female students studying
in secondary schools. The mean rank scores of males (N = 396) and females (N = 113) are
269.12 and 205.51 respectively. The test statistic U = 16781.50, z = - 4.07, p < 0.01 which
shows a significant difference between males and females. It can be interpreted that males are
significantly more misbehaving as compared to females. Thus the hypothesis that there is no
significant difference between Misbehavior with Others (MO) of male and female students is
not accepted.
Table 6: Difference between H of Male and Female students
Mann- Asymp.
Mean Sum of Wilcoxon
Sex N Whitney Z Sig. (2-
Dimension Rank Ranks W
U tailed)
Male 396 259.10 102602.50
-
H Female 113 240.64 27192.50 20751.50 27192.50
1.20
.229
Total 509
The table 6 shows significant difference between H of male and female students studying in
secondary schools. The mean rank scores of males (N = 396) and females (N = 113) are
259.10 and 240.64 respectively. The test statistic U = 20751.50, z = -1.20, p > 0.05 which do
not show any significant difference between males and females. It can be interpreted that
males and females are identical in exhibiting hyperactivity. Thus the hypothesis that there is
no significant difference between Hyperactivity (H) of male and female students is accepted.
Table 7: Difference between RB of Male and Female students
Asymp.
Mean Sum of Mann- Wilcoxon
Sex N Z Sig. (2-
Dimension Rank Ranks Whitney U W
tailed)
Male 396 263.19 104224.00
RB Female 113 226.29 25571.00 19130.00 25571.00 -2.42 .015*
Total 509
*Significant at 0.05
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The table 7 shows significant difference between RB of male and female students studying in
secondary schools. The mean rank scores of males (N = 396) and females (N = 113) are
263.19 and 226.29 respectively. The test statistic U = 19130.00, z = -2.42, p < 0.05 which
shows a significant difference between males and females. It can be interpreted that males are
significantly more rebelling as compared to their counterparts. Thus the hypothesis that there
is no significant difference between Rebellious Behavior (RB) of male and female students is
not accepted.
Table 8: Difference between ASB of Male and Female students

Mann- Asymp.
Mean Sum of Wilcoxon
Sex N Whitney Z Sig. (2-
Dimension Rank Ranks W
U tailed)

Male 396 273.06 108133.50

-
ASB Female 113 191.69 21661.50 15220.50 21661.50 .000**
5.38
Total 509
**Significant at 0.01
The table 8 shows significant difference between ASB of male and female students in
secondary schools. The mean rank scores of males (N = 396) and females (N = 113) are
273.06 and 191.69 respectively. The test statistic U = 15220.50, z = -5.38, p < 0.01 which
shows a significant difference between males and females. It can be interpreted that males
significantly behaves antisocially as compared to females. Thus the hypothesis that there is
no significant difference between Anti-Social Behavior (ASB) of male and female students is
not accepted.
EXTERNALIZING BEHAVIOR OF STUDENTS FROM JOINT AND NUCLEAR
FAMILIES
Table No 9: Externalizing Behavior of Students from Joint and Nuclear Families
Family N Mean Sum of Mann- Wilcoxon Z Asymp.
Dimension Type Rank Ranks Whitney W Sig. (2-
U tailed)

Joint 129 231.47 29859.50

VDB 21474.50 29859.50 -2.116 .034*
Nuclear 380 262.99 99935.50
Joint 129 243.80 31450.00
TT 23065.00 31450.00 1.027- .305
Nuclear 380 258.80 98345.00
Joint 129 232.37 29976.00
MO 21591.00 29976.00 -2.030 .042*
Nuclear 380 262.68 99819.00
Joint 129 251.44 32436.00
H 24051.00 32436.00 -.325 .745
Nuclear 380 256.21 97359.00
RB Joint 129 240.49 31023.50 22638.500 31023.500 -1.334 .182
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Nuclear 380 259.93 98771.50

Joint 129 254.67 32853.00
ASB 24468.00 32853.00 -.030 .976
Nuclear 380 255.11 96942.00
*Significant at 0.05
It was hypothesized that there existed no difference in six dimensions of Externalizing
Behavior namely „Violent and Destructive Behavior‟ (VDB), „Temper and Tantrums‟ (TT)
„Misbehavior with Others‟ (MO), Hyperactivity (H), Rebellious Behavior (RB), and „Anti-
Social Behavior‟ (ASB) of students from Joint and Nuclear families.
Table 9 shows difference between VDB of students from joint and nuclear families. The
mean rank score for Joint (N = 129) and Nuclear families (N = 380) are 231.47 and 262.99
respectively. The test statistic U = 21474.50, z = -2.116, p < 0.05 which shows that there
exists a significant difference between joint and nuclear families in exhibiting VDB. The
students from nuclear families are more violent and destructive as compared to joint families
(Hwang & Roberts, 1998). Thus, null hypothesis „there is no significant difference in violent
and destructive behavior of students from joint and nuclear family‟ is not accepted.
The table 9 also shows a difference between MO of students from joint and nuclear families.
The mean rank score for Joint (N = 129) and Nuclear families (N = 380) are 232.37 and
262.68 respectively. The test statistic U = 21591.00, z = -2.030, p < 0.05 which shows that
there exists a significant difference between joint and nuclear families in exhibiting MO.
Thus, null hypothesis „there is no significant difference in misbehavior with others of
students from joint and nuclear family‟ is not accepted.
The table 9 shows the mean rank scores of Temper and Tantrums for Joint (N = 129) and
Nuclear families (N = 380) are 243.80 and 258.80 respectively. The test statistic U =
23065.00, z = -1.027, p > 0.05 which shows that there does not exists any significant
difference between joint and nuclear families in exhibiting TT. Thus, null hypothesis „there is
no significant difference in Temper and Tantrums’ of students from joint and nuclear family‟
is accepted.
The table 9 shows the mean rank scores of Hyperactivity for Joint (N = 129) and Nuclear
families (N = 380) are 251.44 and 256.21 respectively. The test statistic U = 24051.00, z = -
.325, p > 0.05 which shows that there does not exists any significant difference between joint
and nuclear families in exhibiting H. Thus, null hypothesis „there is no significant difference
in Hyperactivity of students from joint and nuclear family‟ is accepted.
The table 9 shows the mean rank scores of Rebellious Behavior for Joint (N = 129) and
Nuclear families (N = 380) are 240.49 and 259.93 respectively. The test statistic U =
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22638.500, z = -1.334, p > 0.05 which shows that there does not exists any significant
difference between joint and nuclear families in exhibiting RB. Thus, null hypothesis „there is
no significant difference in Rebellious Behavior of students from joint and nuclear family‟ is
accepted.
The table 9 shows the mean rank score of Anti-Social Behavior of students from Joint
families (N = 129) and Nuclear families (N = 380) are 254.67 and 255.11 respectively. The
test statistic U = 24468.00, z = -.030, p > 0.05 which shows that there does not exists any
significant difference between joint and nuclear families in exhibiting ASB. Thus, null
hypothesis „there is no significant difference in Anti-Social Behavior of students from joint
and nuclear family‟ is accepted.
DISCUSSIONS
The results show that a significant difference existed between students of joint and nuclear
families in exhibiting violent and destructive behavior and misbehavior with others. The
mean rank score show that nuclear family students exhibit more violent and destructive
behavior as compared to the joint family students. Therefore it can be said that type of family
does influence violent and destructive behavior. The guidance span, vigilance and discipline
of a joint family is absent in nuclear families. Although to some extent it is better to have
nuclear families but the values, attitudes and ethics of supreme Indian culture seems to be
missing. Thus, students from nuclear family are more violent and misbehaving. Family-type
does not affect the temper and tantrums, hyperactivity, rebellious behavior and anti-social
behavior in the children. No significant difference between joint and nuclear families predicts
that family type does not influence above mentioned dimensions of externalizing behavior.
Perhaps to some extent children are manageable under single guidance of parents when they
are exposed to higher surveillance. Around three-fourth of the students come from nuclear
families and one-fourth come from joint families. This shows a paradigm shift and a great
revolution in Indian culture of joint families. Globalization and need of contemporary
situation has significant effect on the culture of joint families in India. Mostly of the families
are migrating to urban areas and cities in pursuance of education, health and other facilities
which has led families to set off nuclear. This also indicates towards the problem of migration
which is frequent in hills of Garhwal.
Males are comparatively high in deviant behavior as compared to females. The number of
deviant males is almost three times of the females. This shows that problematic boys will
excel in numbers in class as compared to the girls. It is consistent with the common saying
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that boys are more problematic than girls. Therefore it can help teachers to maintain the ratio
of boys and girls while making sections in any grade, for smooth running of the classroom
activities.
The mean rank scores of males are higher than females on the „violent and destructive‟
dimension of externalizing behavior, thus it can be concluded that males are more violent and
destructive than females. The findings are consistent with the findings of Moylan et. al,
(2010) who found boys to be more deviant than girls. Moreover it is often seen that males are
generally more violent from childhood as compared to females. It was found in the study that
male students did not differ significantly from females in exhibiting temper and tantrums.
This indicates that both gender stand equal in exhibiting temper and tantrums. On the basis of
validation of the hypothesis it can be concluded that male and female students differ
significantly in misbehaving with others. To some extent cultural background and ethics play
a vital role in exhibition of misbehavior. Males are grown up with dominating temperament
while females are submissive. Misbehaving is a part of dominating character in which
directly or indirectly the person tends to show alienation from social norms and tries to
establish his will in all. It might be through interrupting others while talking, using vulgar
language, intimidating others, passing unwanted comments, mock or stare for a long time or
sometimes forcing others to do according to his will in a bossy way. Thus it can be said that
male students are more misbehaving as compared to female students. It is revealed in the
study that males and females do not differ significantly in hyperactivity. Therefore both sexes
appear to exhibit similar intensity of hyperactive behavior. It was found that male and female
students significantly differ in showing rebellious behavior. The mean rank scores for males
is higher than females showing males more rebellious by not obeying the commands, doing
opposite of what ever is asked, by running away from schools and arguing without purpose.
This is a tendency of self dependency which generally lacks in females. The factor of self
esteem found in most of the girls is missing in boys to some extent. They are fearless to do or
talk anything therefore easily vulnerable to rebellious behavior. Thus it is concluded that
males are more rebelling than female students at secondary school level. It was also found
that male and female students differ significantly in anti-social behavior. Thus the anti-social
behaviors like, stealing, lying, making obscene gestures, exposing body parts, making sexual
advances towards opposite sex, gambling, chewing tobacco, using drugs, smoking or
drinking alcohol etc. are more observable in males than females. These behaviors are learned
mostly from outside home with peers or friends, for which boys are often exposed as
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 Ashu Roulet & Dr. Seema Dhawan
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compared to females who had social and family restrictions. Thus it is concluded that male
students are more anti-socially behaving than girls.
The results show that a significant difference existed between students of joint and nuclear
families in exhibiting violent and destructive behavior and misbehavior with others. The
mean rank scores show that nuclear family students exhibit more violent and destructive
behavior as compared to the joint family students. Therefore it can be said that type of family
does influence violent and destructive behavior in the students. The guidance span, vigilance
and discipline of a joint family is absent in nuclear families. Although to some extent it is
better to have nuclear families but the values, attitudes and ethics of supreme Indian culture
seems to be missing. Family-type does not affect the temper and tantrums, hyperactivity,
rebellious behavior and anti-social behavior in the children. Perhaps to some extent children
are manageable under single guidance of parents when they are exposed to higher
surveillance.
CONCLUSIONS
Thus regarding above findings it is concluded that family type and gender can profoundly
impact the externalizing behavior in children. The students living in nuclear family are more
vulnerable to problem behavior. The traditional pattern of Indian culture seen in joint families
also seems to be missing which has prelude lack of proper guidance and vigilance to the
young ones in the family. The students of nuclear family exhibited significant difference in
violent and destructive behavior and misbehavior with others than students living in joint
family. Therefore to avoid problem behaviors in children one of the best solutions could be
living together in harmony with the other family members of the same household.
Regarding gender and behavior, it is very clear that males significantly differ than females in
exhibiting Violent and Destructive Behavior, Misbehavior with others, Rebellious Behavior
and Anti-social behavior. These dimensions further lay foundation for juvenile delinquency
in children. Appropriate measure and counseling can lower the rate of child crime in our
society.
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